First, analyze the topic.
Whether it is a trial lecture or a lecture, we will be given a topic during the exam, that is, the topic. Of course, our primary purpose is to analyze the theme. If it is not clear which field it belongs to, it can be designed according to the characteristics of candidates and the age stage of children, but it is necessary to highlight a certain field as the focus. For example, interesting shadows can be designed as a scientific activity, a sports activity about stepping on shadows, and an artistic painting activity. If an activity and age are specified, it must be written as required. For example, the middle-class singing activity "Protect the Lamb".
Second, grasp the contradiction.
The design intention is to clarify "why I designed this activity". If the examinee thinks "why should I design this activity" during the exam, the answer is probably for the exam, and it is difficult to come up with the real intention of the design. The fundamental reason is that the contradiction is not grasped. Where does the contradiction come from?
The so-called contradiction must be two-sided and paired, and the contradiction between "children" and "activities" should be solved in design intent. In other words, I designed it to solve the contradiction between "children" and "activities". Why are there contradictions? On the one hand, because the child's psychological and physical development is not yet mature, the development level is low; On the other hand, the activity itself has its educational significance and high level. There are differences in height, and children's physical and mental development can't meet some needs in life or study. As teachers, we should build a net scaffold to let children climb higher. This is the real intention of our design activities.
Third, resolve contradictions.
It is precisely because of solving this contradiction that we should elaborate from the level of children's physical and mental development, from the actual situation of children's lives, from the nature of activities, and from the value to children ... It is precisely because children's physical and mental development level is low that children can't "understand" the unique significance given by the activities themselves, so I designed this activity to let children reach a certain level. What needs to be emphasized here is that our design activities should be based on theory, and we can't ignore documents and procedures. Outline and guide play a guiding role for us, and we should conform to the spirit of outline or guide in the process of implementing teaching.
For example, the self-care activity "Do your own thing" in the health field of large classes is designed as follows:
Children have been learning life skills since they entered the park. With the help of teachers and parents, they can accomplish many things. At the same time, they gradually learn to do some simple things by themselves, and even help other children to do it. Nowadays, many only children have grown up in an environment where clothes come to reach out and food comes to mouth. Parents' arranged substitution and overindulgence make children lose some opportunities for self-service. Through this activity, children can experience the fun of participating in labor, stimulate their desire to do their own things, and cultivate their self-care ability. The personality of large-class children has begun to take shape, and they have a strong thirst for knowledge and desire for learning. Combined with this feature of large-class children, we designed a bed-making competition in the activity to stimulate their enthusiasm, let them learn to make their own beds in a subtle way, and use this skill in their later lives to achieve educational purposes.
In the "Outline", the goal of activities in the field of kindergarten health is: "good living habits and basic self-care ability". "Do your own thing" activity can achieve this goal well, which not only conforms to the characteristics of young children, but also has certain practical significance.
Comments: "Children have been learning life skills since they entered the park. With the help of teachers and parents, they can accomplish many things. At the same time, they gradually learn to do some simple things by themselves, and even help other children to do it. Nowadays, many only children have grown up in an environment where clothes come to reach out and food comes to mouth. Parents' arranged substitution and overindulgence have made children lose some opportunities for self-service. " This paper expounds the situation that children are not conducive to their growth in real life, which has a pair of contradictions, so "through this activity, children can experience the pleasure of participating in labor, stimulate their desire to do their own things, and cultivate their self-care ability." Then, according to "children in large classes have embryonic personality, strong thirst for knowledge and learning, combined with this feature of children in large classes" and the psychological development of children, activities are designed to solve the self-care ability of children.
In addition, there are "self-care activities" in the syllabus, which require our teachers to complete "good living habits and basic self-care ability", so I designed this activity.
In short, different people have different views on the writing of "design intent". Here, the viewpoint of "solving contradictions" is used to explain, aiming to let candidates quickly establish the thinking of writing design intention and find the basis and method of writing.